Every so often archaeologists make a discovery that forces you to sit up and take notice. It might challenge our traditional view of the period, or accepted beliefs about how people lived their everyday lives. One such discovery was made in the 1980s when an amateur archaeologist discovered some flint tools...

Children can be introduced to the idea that people have been living in Britain for a very long time. They can learn about the changes that occurred between the middle Stone Age (Mesolithic Times) to the Iron Age – a period of over 10,000 years! Pupils should be encouraged to...

Stone Age to Iron Age covers around 10,000 years, between the last Ice Age and the coming of the Romans. Such a long period is difficult for children to imagine, but putting the children into a living time-line across the classroom might help. In one sense not a lot happens...

Since the nineteenth century there has been a rich heritage of outdoor learning pedagogy in Europe, and today in Scandinavia the open air culture (frulitsliv) permeates Early Years education. In 1993 Bridgewater College nursery nurses returned from a visit to Denmark enthused by the outdoor educational settings and started their own ‘Forest School'. From 1995 the college...

From a visit to a local museum or heritage site, to using bushcraft skills to give pupils first-hand experience of what it might have been like to live in ancient times, teaching prehistory outside the classroom can really give this area of the curriculum the wow factor. The inclusion of...

The first aim in the National Curriculum indicates that children should: Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider...

One of the requirements for the Key Stage 2 history curriculum is that children learn about changes in Britain from the Stone Age to the Iron Age. In some ways this is a challenging period to teach – the evidential record is patchy, it is open to interpretation, and there...

On first approaching this period it is possible to feel comfortable with the term ‘Bronze Age’ without ever really interrogating what this means. When did this period happen? What do we mean by the term the Bronze Age and was it different or the same around the world? Clearly there...

‘The Standing Stone’ story and the activities around it developed from several different starting-points. One was the requirement in the 2014 National Curriculum for history at Key Stage 2 for children to be taught prehistory, specifically about ‘changes in Britain from the Stone Age to the Iron Age’, with Bronze...

In this article Alison Kitson and Michael Riley consider the potential of the primary history curriculum to educate children about climate change and sustainability. They suggest some important principles, and a range of strategies, that could be used to develop a stronger emphasis on environmental history in primary history.

See also: Stone Age to Iron Age - overview and depth Stone Age to Iron Age - scheme of work Our Iron Age challenge Iron Age Farm - film So who were the people living in Britain in the Iron Age? The Iron Age describes the period in Britain when...

It is inconceivable that anyone teaching ancient Britain has not used some of the famous sites such as Stonehenge, Avebury, Skara Brae, the Ring of Brodgar or Stones of Stenness. They are vital sources of information for this period of history and the teaching usually introduces the element of mystery...

The back cover image is a reconstruction of prehistoric life based on the English Heritage site Windmill Hill. Such images are of great value to the teacher in bringing the distant past to life, and in deepening pupil understanding of its historical significance. Using these sorts of illustrations can help...

It’s September 1992 and in Dover archaeologists from the Canterbury Archaeological Trust are working alongside construction workers when six metres below ground they find some waterlogged planks. Thankfully, an expert in maritime archaeology is on site and he recognises that this could be a lot more than abandoned timber. Uncovering...

Michael Riley highlights the importance of educating children about the history of trees and woodland. He explores the potential of primary history to develop an understanding of our changing relationship with trees. The article shows how a focus on trees and woodland could enhance an existing history study, and suggests...